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Dissertations / Theses on the topic 'Types of text'
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Wilson, Christin M. L. "Variation and Text Type in Old Occitan Texts." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1331136026.
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Tun, Patricia Ann. "Adult age differences in processing different types of text." Diss., Georgia Institute of Technology, 1986. http://hdl.handle.net/1853/28955.
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Dillon, Andrew, and Cliff McKnight. "Towards a classification of text types: a repertory grid approach." Elsevier, 1990. http://hdl.handle.net/10150/106467.
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This item is not the definitive copy. Please use the following citation when referencing this material: Dillon, A. and McKnight, C. (1990) Towards a classification of text types: a repertory grid approach. International Journal of Man-Machine Studies, 33, 623-636. Abstract: The advent of hypertext brings with it associated problems of how best to present non-linear texts. As yet, knowledge of readers' models of texts and their uses is limited. Repertory grid analysis offers an insightful method of examining these issues and gaining an understanding of the type of texts that exist in the readers' worlds. The present study investigates six researchers' perceptions of texts in terms of their use, content and structure. Results indicate that individuals construe texts in terms of three broad attributes: why read them, what type of information they contain, and how they are read. When applied to a variety of texts these attributes facilitate a classificatory system incorporating both individual and task differences and provide guidance on how their electronic versions could be designed.
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Nuttall, D. "English printers 1600-1700 and their supra-text roman and italic types." Thesis, University of Reading, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.370815.
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Ewert, Doreen Elizabeth. "The expression of temporality in the written discourse of L2 learners of English : distinguishing text-types and text passages /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3220175.
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Thesis (Ph.D.)--Indiana University, Dept. of Linguistics, 2006.<br>Source: Dissertation Abstracts International, Volume: 67-05, Section: A, page: 1710. Adviser: Kathleen Bardovi-Harlig. "Title from dissertation home page (viewed June 20, 2007)."
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Balahur, Dobrescu Alexandra. "Methods and resources for sentiment analysis in multilingual documents of different text types." Doctoral thesis, Universidad de Alicante, 2011. http://hdl.handle.net/10045/19437.
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Wu, Y. "A corpus-based register analysis of corporate blogs : text types and linguistic features." Thesis, University of Liverpool, 2016. http://livrepository.liverpool.ac.uk/3000395/.
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A main theme in sociolinguistics is register variation, a situation and use dependent variation of language. Numerous studies have provided evidence of linguistic variation across situations of use in English. However, very little attention has been paid to the language of corporate blogs (CBs), which is often seen as an emerging genre of computer-mediated communication (CMC). Previous studies on blogs and corporate blogs have provided important information about their linguistic features as well as functions; however, our understanding of the linguistic variation in corporate blogs remains limited in particular ways, because many of these previous studies have focused on individual linguistic features, rather than how features interact and what the possible relations between forms (linguistic features) and functions are. Given these limitations, it would be necessary to have a more systematic perspective on linguistic variation in corporate blogs. In order to study register variation in corporate blogs more systematically, a combined framework rooted in Systemic Functional Linguistics (SFL), and register theories (e.g., Biber, 1988, 1995; Halliday & Hasan, 1989) is adopted. This combination is based on some common grounds they share, which concern the functional view of language, co-occurrence patterns of linguistic features, and the importance of large corpora to linguistic research. Guided by this framework, this thesis aims to: 1) investigate the functional linguistic variations in corporate blogs, and identify the text types that are distinguished linguistically, as well as how the CB text types cut across CB industry-categories, and 2) to identify salient linguistic differences across text types in corporate blogs in the configuration of the three components of the context of situation - field, tenor, and mode of discourse. In order to achieve these goals, a 590,520-word corpus consisting of 1,020 textual posts from 41 top-ranked corporate blogs is created and mapped onto the combined framework which consists of Biber’s multi-dimensional (MD) approach and Halliday’s SFL. Accordingly, two sets of empirical analyses are conducted one after another in this research project. At first, by using a corpus-based MD approach which applies multivariate statistical techniques (including factor analysis and cluster analysis) to the investigation of register variation, CB text types are identified; and then, some linguistic features, including the most common verbs and their process types, personal pronouns, modals, lexical density, and grammatical complexity, are selected from language metafunctions of mode, tenor and field within the SFL framework, and their linguistic differences across different text types are analysed. The results of these analyses not only show that the corporate blog is a hybrid genre, representing a combination of various text types, which serve to achieve different communicative purposes and functional goals, but also exhibit a close relationship between certain text types and particular industries, which means the CB texts categorized into a certain text type are mainly from a particular industry. On this basis, the lexical and grammatical features (i.e., the most common verbs, pronouns, modal verbs, lexical density and grammatical complexity) associated with Halliday’s metafunctions are further explored and compared across six text types. It is found that language features which are related to field, tenor and mode in corporate blogs demonstrate a dynamic nature: centring on an interpersonal function, the online blogs in a business setting are basically used for the purposes of sales, customer relationship management and branding. This research project contributes to the existing field of knowledge in the following ways: Firstly, it develops the methodology used in corpus investigation of language variation, and paves the way for further research into corporate blogs and other forms of electronic communication and, more generally, for researchers engaging in corpus-based investigations of other language varieties. Secondly, it adds greatly to a description of corporate blog as a language variety in its own right, which includes different text types identified in CB discourse, and some linguistic features realized in the context of situation. This highlights the fact that corporate blogs cannot be regarded as a simple discourse; rather, they vary according to text types and context of situation.
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Söderlund, Victoria. "Using texts in the EFL classroom : A study of English teachers' use of text types in the lower grades." Thesis, Högskolan i Gävle, Engelska, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-32450.
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This essay investigates the usage of text types in the younger English as a foreign language (EFL) classroom among preschool class and grade 1-3 teachers in Sweden. The essay focuses on identifying what type of texts teachers use, why they use them and how they are used. A combined quantitative and qualitative method was used to collect data. 121 teachers responded to the online-survey that was sent out and a virtual ethnography was conducted by observing two different teaching forums to investigate how teachers use different text types. The findings of the survey showed that the two most commonly used text types are song texts and texts from textbooks. In general, developing the students’ vocabulary was the most common reason why several of the text types were used. Additionally, multiple worksheets which showed how teachers worked with different text types were collected from the virtual ethnography. In this essay, they may be used as inspiration for other teachers who want to expand their use of text types.
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Law, Yee Wah Mary. "The study of register differentiation of two types of press text : opinion article & feature news." HKBU Institutional Repository, 2003. http://repository.hkbu.edu.hk/etd_ra/488.
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Sousa, Antonia Valdelice de. "CompreensÃo de Textos Narrativos e Argumentativos DialÃgicos por Leitores do Ensino Fundamental." Universidade Federal do CearÃ, 2009. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=3068.
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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior<br>O presente trabalho intitulado CompreensÃo de Textos Narrativos e Argumentativos DialÃgicos por Leitores do Ensino Fundamental examina a compreensÃo desses tipos textuais a partir da anÃlise de material produzido pela reescritura de tais textos por vinte sujeitos que participaram como voluntÃrios na pesquisa Estudantes de ensino fundamental na faixa etÃria de 13 a 15 anos leram dois tipos de textos argumentativos (narrativo â TNA e argumentativo dialÃgico-TAD) e foram solicitados a produzir reescrituras de cada um desses textos As reescrituras obtidas foram analisadas de acordo com vÃrios aspectos (explicitude das macrorregras de sumarizaÃÃo qualidade das estratÃgias coerÃncia macro e superestrutural) de modo a verificar diferenÃas de compreensÃo relacionadas à recuperaÃÃo da macro e superestrutura textual e à organizaÃÃo global de cada texto reescrito Trabalhamos com a hipÃtese bÃsica de que leitores proficientes ao realizarem uma tarefa de reescritura apresentariam melhor desempenho quanto à recuperaÃÃo da macroestrutura textual e quanto ao reconhecimento da organizaÃÃo global do texto TNA do que do TAD tendo em vista a maior explicitude da organizaÃÃo interna deste primeiro tipo de texto As hipÃteses secundÃrias procuraram testar primeiramente se o conhecimento mÃnimo do esquema canÃnico dos textos (TNA/TAD) seria fator determinante para uma melhor compreensÃo das formas de estruturaÃÃo dessas tipologias se existe um esquema textual para cada tipologia que deveria ser atingido para que leitores independentes pudessem empregar as estratÃgias de leitura e (re) construir a macroestrutura e por Ãltimo se a diferenÃa entre o desempenho leitor do aluno e o tipo de texto (TNA/TAD) deveria ser demonstrada claramente a partir de estratÃgias cognitivas utilizadas no processamento Nas vÃrias anÃlises procedidas foram encontradas evidÃncias quanto ao melhor desempenho para o TNA em relaÃÃo ao TAD Quanto ao conhecimento do esquema canÃnico os leitores recuperaram respectivamente 40% total 20% parcial e 40% (ausÃncia) para o TNA a 30% 10% e 60% para o TAD A anÃlise das estratÃgias de reescritura evidenciou que os leitores utilizaram estratÃgias mais sofisticadas (produÃÃo de inferÃncias integraÃÃo de informaÃÃes) para o TNA em relaÃÃo ao TAD A anÃlise de (re) construÃÃo macroestrutural demonstrou que os leitores das reescrituras TNAs revelaram menos problemas de continuidade sequencial e progressÃo semÃntica em relaÃÃo aos textos TADs<br>The present work entitled Comprehension of Narrative and Argumentative Texts by middle school Readers examines the comprehension of these two text types from the analysis of summaries produced by 20 volunteers who participated in the research Students from middle school aged 13 to 15 years read two types of argumentative texts (a narrative text â TNA and an argumentative dialogical text â TAD) and were asked to produce summaries of each one of these texts types The summaries were analyzed according to several aspects (explicitness of the summarization macro-rules strategies quality and macro and super-structural coherence) in order to verify differences in comprehension related to the recuperation of the texts macro and super-structures and the overall organization of each summarized text Our basic hypothesis is that due to the higher degree of explicitude and internal organization of TNA proficient readers would show better performance on macro-structure recovery of this type of text in comparison to TAD A secondary hypothesis sought to verify first if the minimum knowledge of the scheme of canonical texts (TNA / TAD) would be a determining factor for a better understanding of ways to structure these text types second if a textual schema for each type should be reached for independent readers to apply reading strategies and (re)construct the macrostructure and third if the difference between the performance of the student reader and the type of text (TNA / TAD) should be clearly demonstrated from strategies used in cognitive processing The analyses revealed evidence of better performance to TNA compared to TAD As regards the canonical scheme readers recovered respectively 40% total 20% partial and 40% (absence) for the TNA as compared to 30% 10% and 60% for the TAD The analysis of summarization strategies showed that readers used more sophisticated strategies (production of inferences integration of information) for the TNA than for TAD As for the (re)construction of TNAs summaries the macroestructural aspects of this type of text revealed fewer problems of continuity sequence and semantic progression than the TADs
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Wong, Sin-yee Ivy. "The use of three types of inferences in text processing in Cantonese-speaking children aged 4 ; 7-7 ; 0." Click to view the E-thesis via HKUTO, 1994. http://sunzi.lib.hku.hk/hkuto/record/B3620903X.
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Thesis (B.Sc)--University of Hong Kong, 1994.<br>"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, 29th April, 1994." Also available in print.
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Gärdström, Jennifer, and Hanna Lundberg. "Types of ads within humanitarian charities - How do they affect people?" Thesis, Linköpings universitet, Medie- och Informationsteknik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-130026.
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Just nu är miljontals människor världen över i akut behov av hjälp och stöd. Det finns idag en stor mängd humanitära välgörenhetsorganisationer som arbetar med just detta. Deras verksamhet är beroende av att privatpersoner går in och stöttar, vilket innebär att organisationernas kommunikation utåt är avgörande för att kunna nå dem. Syftet med denna studie är därför att undersöka hur olika annonstyper inom humanitära välgörenhetsorganisationer påverkar människor. I en pilotstudie identifierades tre olika annonstyper som använts i denna studie. För att se om någon av annonstyperna fick en starkare respons användes en kvantitativ enkät där 70 respondenter svarade. För att undersöka hur bild och text i annonstyperna påverkade mottagare genomfördes nio kvalitativa intervjuer. I både enkät och intervjuer fick de som deltog se de tre olika annonstyperna och svara på frågor kring dessa. Resultatet av studien visar att de tre annonstyperna väcker olika känslor och reaktioner hos olika människor, samt att en för hög exponering av en viss annonstyp kan leda till att mottagaren inte påverkas i lika hög utsträckning. Detta tyder på att en varierad kommunikation är den mest effektiva för att humanitära välgörenhetsorganisationer ska kunna påverka så många människor som möjligt.
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Yassin, Falk Daroon. "Skrivundervisning i grundskolans årskurs 3." Doctoral thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-59116.
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This dissertation constitutes an illustration of how writing instruction in elementary school, year three, is conducted. At this stage of schooling, most pupils are assumed to have acquired basic reading and writing skills, and from now on, and increasingly over the years that follow, they are expected to read and write longer texts within different genres and subjects. The aim of this thesis is to study writing lessons that were conducted under the framework of four writing projects in a classroom, and the student-written texts that that resulted thereof. The writing pro-jects are characterised by focus on similar text types, which in my mate-rial includes "the fairy tale", "a letter to the editor", "instructions" and a "factual text". The focus of the study is on the relationship between the learning support offered to the pupils in the classroom and the na-ture of texts that the pupils then write. The research is inspired by ethnographic methodology, and is based on material consisting of field notes, video recordings and student texts. The theoretical framework assumes a socio-cultural view of learning and a dialogical view of text and writing. The teaching practices are studied on the basis of how they are built up by different chains of activities (reading, conversation and writing). Particular attention is paid to which text dimensions are addressed in classroom conversations: content, form or function. The pupils’ texts are analysed on the basis of their macro structure, and the analysis builds on the concept of "text activity". On an overall level, the results point to writing being a social activity, which is also closely interconnected to reading, and above all dialogue and conversation. The writing instruction offered to the students is also characterized by a broad view of what literacy is about. The study points out the value of versatile learning support, where the function, form and content of texts, in relation to the learning goals, are made explicit in the teaching. An important result is that the functional dimension of writing, in particular, favours writing development. On a more general level, the study raises the question of which literacy skills can and should be pro-moted by writing education in the early primary school years.
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Mouedden, Ahmed. "Linguistic models, linguistic-stylistic analysis and the teaching of the English language through text types to very advanced Moroccan university students." Thesis, University of Nottingham, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282204.
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Lee, Yi-Jing. "Getting under the skin-whitening cultures : discourses, rhetoric and representations across text types and media in Taiwan in the early 21st century." Thesis, University of Salford, 2014. http://usir.salford.ac.uk/30713/.
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This thesis concerns the ways in which the importance of practicing skin whitening is promoted and represented in newspaper advertorial articles and visual advertisements across different media in contemporary Taiwan, approximately between 2008 and 2012. Theoretically, it is inspired by structuralists such as Foucault in the discursive formation of discourse and knowledge legitimation, Bourdieu in classification of cultural consumptions, Barthes in the process of mythologisation, sociocultural theory in everyday practice and identity construction, and linguistic theories both from CDA and semiotics. Methodologically, I undertake qualitatively textual and visual analyses of articles from the Liberty Times newspaper, and graphic and video advertisements from product leaflets, television and the Internet. In terms of analytical approaches, CDA, semiotics and other critical visual analysing methods are applied to interpret and articulate dominant discourses, rhetorical tropes and representations of idealised female images with whitened skin. Through the exploratory investigation of the data, common themes such as scientific endorsed and legitimated discourses, an extended metaphor of fighting and the ability of whitening ingredients to penetrate/invade the skin are found in both textual and visual materials. In terms of results, the research echoes Foucault’s idea of interdiscursivity and suggests that these discourses are transferable and represented across both textual and visual media. Finally, a critical assessment is made on the extraction, appropriation and distribution of knowledge by cosmetics producers and the media to consumers; the hegemonic power of the mutual co-alignment between cosmeceutical industry, mass media, retailing channels, legislation, and advertising and research agencies intersected by ‘medical’ and ‘scientific’ qualities; and the implications behind the phenomenon of promoting skin whitening.
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Liu, Ping-yu. "Taiwanese first year university EFL learners' metacognitive awareness and use of reading strategies in learning to read : proficiency levels and text types." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/16150.
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Although studies on L2 learning strategies are a major strand of second language research, recent research has shifted its focus onto language learners’ metacognitive awareness and use of strategies. Previous studies shed important light on the amelioration in L2 educational practices, but research on learners’ metacognition in the reading process in EFL contexts remains insufficient, especially at the university level in terms of the emic view of the participants studied in Taiwan. Based on an interpretive stance, this exploratory case study aimed at probing 12 Taiwanese first year university EFL learners’ metacognitive awareness and use of reading strategies during their strategic reading process, and the relationship with proficiency levels and texts of both the narrative and the expository type. This study relies on the think aloud and immediately retrospective protocols of 6 high proficient and 6 low proficient readers as the principal sources of data. The think aloud protocols and the immediately retrospective interviews were transcribed and subjected to content analysis by means of coding them. Taiwanese first year university EFL readers’ metacognitive awareness and use of reading strategies were then analysed and interpreted from a broad metacognitive perspective within the information processing model in terms of strategy application for reading comprehension problem-solving. The findings revealed that the participants demonstrated an awareness and control of their cognitive activities while reading. The strategies they employed were grouped into the categories of supporting reading strategies (SRSs), cognitive reading strategies (CRSs), and metacognitive reading strategies (MRSs). The study found that these learners’ metacognitive awareness and use of reading strategies in learning to read were closely related to L2 proficiency. The low proficient readers’ unfamiliarity with L2 is a hindrance to their reading comprehension which, in turn, disabled them from using the strategies appropriately and effectively. Furthermore, the high proficient readers outperformed their low proficient counterparts in terms of both the quality and quantity of strategies used. Both groups did not use the same strategy types. The findings also revealed that certain types of reading strategy were used differently due to the texts of the narrative and the expository type across the different ability levels. The existing literature on metacognitive awareness and use of reading strategies in learning to read is discussed and pedagogical implications for teachers of L2 reading are offered. These implications include suggestions made for providing learners with explicit reading and strategy instruction and texts with different structure in relation to strategy use. Finally, the limitations of the current research study and recommendations for further research were stated.
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Neto, Joao Nemi. "A narrativa na escola: um estudo dos gêneros narrativos nos livros didáticos de Português." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-03052007-105431/.
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Esta dissertação pretende, mediante a análise de livros didáticos aprovados pelo PNLD 2005 - Plano Nacional do Livro Didático, trazer à luz discussões a respeito dos gêneros narrativos ficcionais nas escolas hoje. O trabalho se inicia com o levantamento e discussão das principais correntes teóricas acerca da narrativa e teorias da narratividade. A partir daí, buscando conceituar gêneros do discurso e tipos de texto, eixo norteador desta pesquisa, apresentamos elementos da discussão recente sobre o assunto entre os pesquisadores na área de ensino de língua portuguesa. Em seguida, procuramos analisar a forma como esses conceitos aparecem nos documentos oficiais - PCN e PNLD. Por fim, apresentamos a análise de duas coleções didáticas (Português: Linguagens de William Roberto Cereja e Thereza Cochar Magalhães e Português: Uma proposta para o letramento de Magda Soares) dirigidas a alunos do Ensino Fundamental II à luz das discussões anteriores. Com a discussão teórica sobre a presença dos gêneros do discurso e tipos de texto nos documentos oficiais e livros didáticos e a análise do livro didático de Português para o Ensino Fundamental II, pretendemos levantar questões sobre a importância da produção do texto narrativo ficcional na escola hoje.<br>This dissertation aims at discussing the narrative genres in schools today. The first part presents the main theoretical studies about narrative and narratology. By the study on discourse genres and types of text, main trait of this research, it is intended to show elements of a recent discussion among researchers in the field of teaching Portuguese. Next, it is investigated the concepts of genre and text in the official documents - PCN and PNLD. Finally, it is presented an analysis of two collections of books (Português: Linguagens de William Roberto Cereja e Thereza Cochar Magalhães e Português: Uma proposta para o letramento de Magda Soares) intended for Ensino Fundamental II students. By presenting a discussion on discourse genres and types of texts in the official documents and text books and an analysis of Portuguese text books, it is intended to raise questions on the importance of fiction writing in schools today.
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Terblanche, Elizabeth Deborah. "Modelling narrativity in East African English / Elizabeth D. Terblanche." Thesis, North-West University, 2011. http://hdl.handle.net/10394/7173.
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Narratives are the product of a basic human tendency to make sense of real or imagined experiences. The research question posed in the dissertation is: how is narrativity encoded in East African English? Can the narrativity model in the dissertation distinguish between registers that prototypically focus on narration versus registers that do not primarily focus on narration? The narrativity model consists of four main groups of features, namely Agency, Causation, Contextualisation and Evaluation. These groups are representative of the fundamental structure of narratives: things happen to people at a specific time and place. Agency concerns the people who either instigate or are affected by the events. The things that happen can be denoted by Causation when they are the result of cause and effect in the world. Contextualisation refers to the grounding of events in time and space. Lastly, Evaluation concerns the reactions and attitudes people have towards the events. Eighteen linguistic features such as third person pronouns (part of the Agency group) and past tense verbs (part of the Contextualisation group) were analysed as micro-level indicators of narrativity. The corpus-based investigation analysed the linguistic features used to encode narrativity across 22 spoken and written registers of the East African component of the International Corpus of English (ICE-EA) using WordSmith Tools 4.0. The raw scores for each feature were standardised across all registers to enable comparisons between features, as well as between registers. The results indicate that narrativity is a gradient phenomenon that occurs across a variety of East African English spoken and written registers. After the initial analyses were done, the narrativity model was revised to include only 11 core narrativity features. These features are past tense verbs, third person pronouns, proper nouns for persons, activity verbs, time and place adverbials, perfect aspect, emotional stance verb feel, first person pronouns, evaluative adjectives and non-finite causative clauses. ICE-EA registers that focus on narration as a MEANS to make sense of experiences (the objective or END) are Fiction, Social letters, Oral narratives, Face-to-face conversation and Legal cross-examination. In other words, the core narrativity features are the MEANS and the END is to make sense of experiences and facilitate understanding using narration. Twelve registers have an intermediate focus on narrativity. Narration is a secondary or simultaneous objective in these registers alongside primary objectives such as scientific exposition, persuasiveness, information presentation or interpersonal interaction. There are five registers with low scores for the core narrativity features: Student writing, Business letters, Popular writing, Academic writing and Instructional writing. These registers do not primarily focus on narration and have other primary and even secondary objectives such as scientific exposition and persuasiveness. The narrativity model sheds light on the way narrativity is encoded using linguistic features and gives insight into East African English register variation<br>Thesis (M.A. (English))--North-West University, Vaal Triangle Campus, 2011
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Mohamed, Aladdin Abd El Basset. "A contrastive study of discourse features in English and Arabic writing in connection with two text types : research article abstracts and newspaper letters to the editor." Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364433.
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Paula, Joana Raquel Matos da. "Intercompreensão em línguas românicas: uma abordagem do texto expositivo no 1º Ciclo do Ensino Básico." Master's thesis, Universidade de Aveiro, 2015. http://hdl.handle.net/10773/16774.
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Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico<br>O presente Relatório de Estágio foi desenvolvido no âmbito das unidades
curriculares Prática Pedagógica Supervisionada e Seminário de Investigação
Educacional, do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do
Ensino Básico (CEB).
O principal objetivo da investigação aqui apresentada foi perceber de que
forma é que as atividades de intercompreensão em línguas românicas podem
contribuir para o estudo, compreensão e redação de textos expositivos no 1.º
CEB. Outros objetivos deste estudo prendem-se com a sensibilização dos
alunos para a diversidade linguística (alargamento da sua consciência
linguística e lexical) e com o desenvolvimento da sua cultura linguística. Neste
sentido, concebemos e desenvolvemos um projeto de intervenção didática,
intitulado “Latim, latim, o que trazes para mim?”, com a duração de oito
sessões, tendo estas sido implementadas numa turma do 4.º ano de
escolaridade, numa escola do centro da cidade de Aveiro.
O projeto de investigação desenvolvido assenta numa metodologia de caráter
qualitativo, com inúmeras características de investigação-ação, pelo que os
métodos e instrumentos de recolha de dados a que recorremos foram a
observação direta e participante, as notas de campo, a fotografia, a
videogravação e transcrição das interações ocorridas durante as sessões, o
questionário e as fichas de registos dos alunos. A análise de conteúdo foi o
método de análise escolhido para estudar os dados recolhidos.
Os resultados obtidos permitem-nos concluir que atividades de
intercompreensão em línguas românicas fomentam o desenvolvimento do
conhecimento que os alunos deste ciclo de estudos possuem acerca do texto
expositivo, permitindo-lhes (re)conhecer as características deste tipo textual
em textos apresentados noutras línguas românicas, para além do português, e,
posteriormente, saber aplicá-las na redação de textos expositivos. No entanto,
ao nível da produção, os resultados revelam que há ainda bastante trabalho a
fazer, de modo a desenvolver nos alunos competências de escrita compositiva.<br>The present internship report was developed within the curricular unites of
Supervised Teaching Practice and Seminar on Educational Research, of the
Preschool Education and Teaching of the 1st Cycle of Basic Education Master's
degree.
The report’s main objective was the understanding of how activities of
intercomprehension on romanic languages can contribute to the study,
comprehension and writing of expositive texts on Elementary School. Other
objectives of this study are connected with children’s language awareness
(prepare them for the linguistic diversity and enlarge their own linguistic and
lexical consciences) and with development of their linguistic culture. That being
said, we conceived and developed a project of didactic intervention, named
“Latim, latim, o que trazes para mim?” (“Latin, latin, what do you bring for
me?”), lasting eight sessions, that was implemented on a fourth grade class, at
Aveiro’s school.
The developed investigation project was based on a qualitative methodology,
with several characteristics of action-research, thus resulting in methods and
data collection tools such as direct and participant observation, field notes,
photography, video recording and the transcription of the interactions that took
place during the sessions, the questionnaire and the students’ record files. The
content analysis was the analysis method chosen to study the data collected.
The results achieved allow us to conclude that intercomprehension activities in
romanic languages promote the development of knowledge that the students of
this grade have about the expository text, enabling them to recognize the
characteristics of this writing type in texts presented in other romanic
languages, apart from Portuguese, and to know how to apply them in writing of
expository texts. However, at the level of production, the results reveal that
there is still a lot of work to do in order to develop students' skills of
compositional writing.
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Andic, Berna. "Lärares arbetssätt med olika texttyper i svenskämnet, med inriktning mot årskurs 4-6." Thesis, Södertörns högskola, Lärarutbildningen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-39844.
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The purpose of this study is to investigate how four teachers in grades 4-6 work with genre pedagogy in the Swedish subject. In this study the focus will be on these two issues: How do the teachers work with text types in the Swedish subject? How do the teachers describe genre pedagogy? I have used the two different methods which are interviews and observations in order to conduct the survey. I have also used two different theories that are related to the genre pedagogy in this study, these theories are the socio-cultural perspective and the circle model. These theories have been used to analyze the empirical material in this study. The result of this study shows that all four teachers work with the four different types of texts which are fact text, story, fabel and instruction in teaching in the Swedish subject. Furthermore all the teachers work in the same way with these different text types in the teaching, this by working with the text types based on the four different phases that are in the circle model in the teaching. These different steps consist of knowledge acquisition of a subject, the study of the text type with focus on the purpose, structure and linguistic features of the text type, the class writing its own text within the chosen text type, which is followed by the students being allowed to write their own text within the chosen text type. This was reflected in the interviews and two of the observations. All teachers shared the same view that genre pedagogy is about a number of different genres. The texts that are written within a genre should consist of a specific structure, and language, depending on the purpose, situation and recipients of the texts, according to the teachers. This was evident in the interviews in this study.
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Liljedahl, Christina. "Elevers skrivande på engelska på fritiden." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30835.
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The purpose of this degree project is to investigate in what types of situations and to what extent some upper secondary students write in English in their spare time, what reasons they have for doing so and what text types and genres are represented in their writing. Qualitative interviews were carried out with a group of six students in year two in an upper secondary school in the southern part of Sweden, three with MVG as a final grade and three with VG as a final grade in English A.The results show that all of the students write in English each day in instant text messages on MSN messenger. However, they mostly use English in the form of abbreviations, single words, phrases and sentences. Longer pieces of text, like poems and other literary pieces, written in English were created only by the three students with MVG.
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Sousa, Antonia Valdelice de. "Compreensão de textos argumentativos por leitores do ensino fundamental." http://www.teses.ufc.br, 2003. http://www.repositorio.ufc.br/handle/riufc/6601.
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SOUSA, Antonia Valdelice de. Compreensão de textos argumentativos por leitores do ensino fundamental. 2003. 173f. Dissertação (Mestrado em Linguística) – Universidade Federal do Ceará, Departamento de Letras Vernáculas, Programa de Pós-Graduação em Linguística, Fortaleza-CE, 2003.<br>Submitted by nazareno mesquita (nazagon36@yahoo.com.br) on 2012-06-19T15:36:22Z
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Previous issue date: 2003<br>This present work, entitled Comprehension of Argumentative Texts by middle school Readers, examines comprehension of argumentative texts from the analysis of summaries and the application of cloze reading tests. Students from naddle school, aged 12 to 15 years old read two types of argumentative texts (argumentative with dialogical trend – TAD and argumentative with expositive trend – TAE) and were asked to produce summaries of each one of these texts. The resulting summaries were analyzed according to several aspects (identification of main ideas, quality of the summarizing strategies, explicitness of internal organization and progression of information) in order to verify differences in comprehension related to the identification of main ideas of each summarized text and to the level of the reading comprehension of the pupil. Two hypotheses were tested: the first was that proficient readers would more easily identify main ideas in TAE than in TAD, due to the apparent more neutral structure of the of the first one; the second was that these same readers would better explicit the internal organization of TAE, because of their easier processing due to the progression of information, which is based on a theme/proposal scheme. The several analysis revealed evidence of a better performance to TAE compared to TAD. Concerning the identification of main ideas, the readers identified from 38,46 to 76,92% of the total of main ideas in TAE, while in TAD they identified 23,52% to 52,94%. The analysis of summarizing strategies showed that readers used more sophisticated strategies (inferences, integration of information) to TAE compared to TAD, in which they failed in the attempt of using these strategies. Concerning the explicitness of internal organization (specially to TAD), they presented more problems of sequential continuity and semantic progression, besides incongruent enunciates.<br>O presente trabalho, intitulado Compreensão de Textos argumentativos por Leitores do Ensino Fundamental, examina a compreensão de textos argumentativos a partir da análise de resumos e da aplicação de testes de leitura do tipo cloze. Estudantes de ensino fundamental, na faixa etária de 12 a 15 anos, leram dois tipos de textos argumentativos (argumentativo de tendência dialógica-TAD e argumentativo de tendência expositiva-TAE) e foram solicitados a produzir resumos de cada um desses textos. Os resumos obtidos foram analisados de acordo com vários aspectos (identificação de idéias principais, qualidade das estratégias de resumo, explicitude da organização interna e progressão das informações) de modo a verificar diferenças de compreensão relacionadas à identificação de idéias principais de cada texto resumido e ao nível de compreensão leitora do sujeito. Duas hipóteses foram testadas: a primeira, de que leitores resumidores proficientes identificaram com maior facilidade as idéias principais do (TAE) do que do (TAD), tendo em vista maior neutralidade aparente da estrutura daquele primeiro texto; a segunda, de que estes mesmos leitores explicitaram melhor a organização interna do (TAE), tendo em vista a facilidade do seu processamento devido a progressão da informação em torno de um esquema do tipo tema/proposta. Nas várias análises procedidas, foram encontradas evidências quanto ao melhor desempenho para o TAE em relação ao TAD. Quanto à identificação de idéias principais, os leitores resumidores identificaram, respectivamente, 38,46% a 76,92% do total de idéias principais do texto TAE e 23,52% a 52,94% do TAD. A análise das estratégias de resumo evidenciou que os leitores utilizaram estratégias mais sofisticadas (inferências, integração de informação) para o TAE em relação ao TAD (falharam em suas tentativas de uso destas estratégias). Quanto a explicitude da organização interna (sobretudo para o TAD) revelaram maiores problemas de continuidade seqüencial e progressão semântica, além de enunciados incongruentes.
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Lundin, Evelina. "Att läsa och inte förstå är som att plöja och inte så : En innehållsanalys av läromedel i läsförståelsestrategier och texttyper i svenska för årskurs 4." Thesis, Södertörns högskola, Lärarutbildningen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-35488.
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The purpose of this study is to analyze four teaching materials in the Swedish subject for students in grade 4 to see the variety of different types of texts and strategies for reading comprehension that are found in the teaching materials. • What reading comprehension strategies are represented in the study's chosen teaching materials? • What are the similarities and differences between the chosen teaching tools regarding reading comprehension strategies? • What types of texts are present and how much is the variation in the chosen study material of the study? The result showed that two of the teaching materials contained all the reading comprehension strategies that the study examined. Furthermore, the result showed that one of the teaching materials had a large variety of different types of texts, while another teaching material had little variation. The analysis showed that a teaching material with few reading comprehension strategies also had a small variety of texts. The analysis then showed that the teaching materials that contained many reading comprehension strategies also had a greater variety of different types of texts.
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Sannholm, Raphael. "Att tänka rätt är stort, att tänka högt är större : En Think-Aloud-studie av texttypens roll i översättningsprocessen." Thesis, Stockholm University, The Institute for Interpretation and Translation Studies, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-41300.
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<p>Syftet med den här processorienterade studien var att undersöka hur texttypen påverkar översättningsprocessen, och närmare bestämt om olika texttyper aktualiserar olika fokus i de kognitiva processerna. Fyra deltagare fick därför översätta två olika källtexter, en operativ och en informativ. Materialet samlades in med hjälp av Think-Aloud (TA). Studien visar att de båda texterna huvudsakligen gav upphov till liknande fokus. Texttypen verkar således inte ha haft någon märkbar påverkan på översättningsprocessen i det aktuella fallet. Vad gäller deltagarnas individuella processer fokuserade flera av dem på liknande faktorer oberoende av källtexten, vilket antyder att processerna i viss utsträckning kan antas vara individuellt betingade.</p><br><p>The aim of the present study was to investigate whether different text types bring different focuses to the fore in the cognitive processes during translation. Four translator students were thus asked to translate one operative and one informative text while verbalizing their thoughts. The verbalizations were recorded and later transcribed into so called think-aloud protocols (TAPs). The analysis of the TAPs showed that the participants focused on similar aspects regardless of the source text, which indicates that the text type did not have any significant effect on the translation process in the study at hand.</p>
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Tichý, Ondřej. "Využití informačních panelů na sloupech veřejného osvětlení." Master's thesis, Vysoké učení technické v Brně. Fakulta podnikatelská, 2009. http://www.nusl.cz/ntk/nusl-222381.
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The master's thesis is focused on forwarding information to the general public. In the first part of the thesis there is described the present status of this topic. Further there is accomplished a survey. This survey tries to demonstrate that it is possible to increase an effect of forwarding information thanks to information technologies. In the last part there is described how it can be implemented in a real world.
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Densborn, Linda, and Erika Sehlstedt. "Vad gör vi med texter? : Textarbete i en årskurs 3." Thesis, Högskolan i Skövde, Institutionen för kommunikation och information, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-4755.
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Enligt styrdokumenten skall elever rustas inför dagens samhällsliv, fortsatta studier och kommande arbetsliv vilket förutsätter att eleverna kan möta och förstå texter av olika slag. För att klara de nationella proven i åk 3 krävs att eleverna behärskar olika texttyper och vi vill med denna studie se hur arbetet med olika texter i en åk 3 ser ut samt vilka relationer mellan klassrummets textarbete och styrdokumentens intentioner vi kan utlä-sa. Vi är även intresserade av om undervisningen kring texter är inspirerad av literacy-forskning eller en mer traditionell syn på läs- och skrivinlärning. Vi tänker oss att denna studie kan leda till att verksamma lärare och lärarstudenter får upp ögonen för hur arbe-tet med olika texter kan se ut för att uppnå styrdokumentens intentioner. Vi har i studien använt oss av en empirisk kvalitativ observationsstudie för att få ett så trovärdigt resul-tat som möjligt. Resultatet visade att eleverna mestadels arbetade med texter av berät-tande karaktär och att undervisningen framför allt speglar en traditionell färdighetssyn där mycket fokus ligger på grammatik, form och struktur utan något större samman-hang.<br>As the policy documents reads students must be prepared for today´s society, further studies and future working which implies that students can understand and encounter different types of texts. To cope the National Tests in third grade the students must mas-ter different types of texts and with this study we want to study the work with texts in a third grade classroom, and also how the relation between classroom activities and policy documents may be understood. We are also interested in different Theories of reading and writing, and thus if text activities are inspired by literacy research or a more tradi-tional skill discourse. We imagine that this study can conduce to the active teachers and student teachers can take notice of the importance of early introduction of different types of texts for the students. In this study we have used an empirical qualitative obser-vational study to get a so credible result as possible. The result showed that most of the texts that the students worked with were of narrative character and that the education was based primarily on a traditional skill discourse whit focus on grammar, form and structure without any larger context.
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Lim, Falk Maria. "Svenska i engelskspråkig skolmiljö : Ämnesrelaterat språkbruk i två gymnasieklasser." Doctoral thesis, Stockholms universitet, Institutionen för nordiska språk, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8247.
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The aim of this thesis is to determine how English-language teaching in Sweden influences the subject-based communicative competence and language development in Swedish of upper secondary students. The focus is thus on the students’ mother tongue, i.e. the language which gets limited in the teaching practice within so-called content- and language-integrated learning (CLIL). Data was primarily collected by participatory observation in two science program classes, one taught in English and one in Swedish, during their three years in upper secondary school. Additional data was collected through interviews, questionnaires, audio taping of classroom interaction and writing tasks. This created conditions for a comprehensive and nuanced description and interpretation of the linguistic behaviour of teachers and students in the CLIL practice, as well as of the experiences and perceptions they report. Studies were carried out on classroom practice, student texts, and teacher and student experiences of CLIL instruction. These were linked to activity analysis, systemic-functional linguistics and ethnography of communication, i.e. research areas that emphasise the interplay between language, communication and social situation. The general conclusions are: (1) CLIL students use less relevant subject-based language in speech and writing than do control students. This holds for all subjects except Swedish, where both CLIL and control students share linguistic conditions; (2) Swedish is a prerequisite for the students’ own active, subject-based participation in classroom interaction. There is almost no interaction when the language of instruction is English; (3) English is an obstacle, and is also considered as such. The students avoid using English, and the teachers consistently use code-switching strategies in response to the policy that “language should not be an obstacle”. The results suggest that the CLIL environment is less conducive to learning, given current learning theories that focus on active participation. In the already teacher-dominated classroom, the linguistic and interactional demands that come with CLIL teaching seem to add to the challenge of assimilating advanced subject instruction.
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Sousa, Antonia Valdelice. "Compreensão de textos narrativos e argumentativos dialógicos por leitores do ensino fundamental." http://www.teses.ufc.br, 2009. http://www.repositorio.ufc.br/handle/riufc/3603.
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SOUSA, Antonia Valdelice de. Compreensão de textos narrativos e argumentativos dialógicos por leitores do ensino fundamental. 2009. 209f. Tese (Doutorado em Linguística) – Universidade Federal do Ceará, Departamento de Letras Vernáculas, Programa de Pós-graduação em Linguística, Fortaleza-CE, 2009.<br>Submitted by nazareno mesquita (nazagon36@yahoo.com.br) on 2012-06-28T12:50:48Z
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Previous issue date: 2009<br>The present work entitled Comprehension of Narrative and Argumentative Texts by middle school Readers examines the comprehension of these two text types from the analysis of summaries produced by 20 volunteers who participated in the research Students from middle school aged 13 to 15 years read two types of argumentative texts (a narrative text – TNA and an argumentative dialogical text – TAD) and were asked to produce summaries of each one of these texts types The summaries were analyzed according to several aspects (explicitness of the summarization macro-rules strategies quality and macro and super-structural coherence) in order to verify differences in comprehension related to the recuperation of the texts macro and super-structures and the overall organization of each summarized text Our basic hypothesis is that due to the higher degree of explicitude and internal organization of TNA proficient readers would show better performance on macro-structure recovery of this type of text in comparison to TAD A secondary hypothesis sought to verify first if the minimum knowledge of the scheme of canonical texts (TNA / TAD) would be a determining factor for a better understanding of ways to structure these text types second if a textual schema for each type should be reached for independent readers to apply reading strategies and (re)construct the macrostructure and third if the difference between the performance of the student reader and the type of text (TNA / TAD) should be clearly demonstrated from strategies used in cognitive processing The analyses revealed evidence of better performance to TNA compared to TAD As regards the canonical scheme readers recovered respectively 40% total 20% partial and 40% (absence) for the TNA as compared to 30% 10% and 60% for the TAD The analysis of summarization strategies showed that readers used more sophisticated strategies (production of inferences integration of information) for the TNA than for TAD As for the (re)construction of TNAs summaries the macroestructural aspects of this type of text revealed fewer problems of continuity sequence and semantic progression than the TADs<br>O presente trabalho intitulado Compreensão de Textos Narrativos e Argumentativos Dialógicos por Leitores do Ensino Fundamental examina a compreensão desses tipos textuais a partir da análise de material produzido pela reescritura de tais textos por vinte sujeitos que participaram como voluntários na pesquisa Estudantes de ensino fundamental na faixa etária de 13 a 15 anos leram dois tipos de textos argumentativos (narrativo – TNA e argumentativo dialógico-TAD) e foram solicitados a produzir reescrituras de cada um desses textos As reescrituras obtidas foram analisadas de acordo com vários aspectos (explicitude das macrorregras de sumarização qualidade das estratégias coerência macro e superestrutural) de modo a verificar diferenças de compreensão relacionadas à recuperação da macro e superestrutura textual e à organização global de cada texto reescrito Trabalhamos com a hipótese básica de que leitores proficientes ao realizarem uma tarefa de reescritura apresentariam melhor desempenho quanto à recuperação da macroestrutura textual e quanto ao reconhecimento da organização global do texto TNA do que do TAD tendo em vista a maior explicitude da organização interna deste primeiro tipo de texto As hipóteses secundárias procuraram testar primeiramente se o conhecimento mínimo do esquema canônico dos textos (TNA/TAD) seria fator determinante para uma melhor compreensão das formas de estruturação dessas tipologias se existe um esquema textual para cada tipologia que deveria ser atingido para que leitores independentes pudessem empregar as estratégias de leitura e (re) construir a macroestrutura e por último se a diferença entre o desempenho leitor do aluno e o tipo de texto (TNA/TAD) deveria ser demonstrada claramente a partir de estratégias cognitivas utilizadas no processamento Nas várias análises procedidas foram encontradas evidências quanto ao melhor desempenho para o TNA em relação ao TAD Quanto ao conhecimento do esquema canônico os leitores recuperaram respectivamente 40% total 20% parcial e 40% (ausência) para o TNA a 30% 10% e 60% para o TAD A análise das estratégias de reescritura evidenciou que os leitores utilizaram estratégias mais sofisticadas (produção de inferências integração de informações) para o TNA em relação ao TAD A análise de (re) construção macroestrutural demonstrou que os leitores das reescrituras TNAs revelaram menos problemas de continuidade sequencial e progressão semântica em relação aos textos TADs
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Nyström, Susanne. "Comparação de anúncios de emprego nas imprensas brasileira e sueca." Thesis, Stockholms universitet, Institutionen för spanska, portugisiska och latinamerikastudier, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-92986.
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O objetivo desta monografia de conclusão de curso é de analisar um corpus de anúncios de emprego brasileiros e suecos em jornais interurbanos para explorar semelhanças e diferenças, tanto na aparência como no conteúdo nos elementos estruturais dos anúncios. Foi escolhida a profissão de gerente para a comparação entre anúncios de emprego em dois jornais com periodicidade diária do Brasil e da Suécia, na ediçãoem papel. As maiores diferenças se acham no leiaute e no conteúdo dos anúncios. Os anúncios suecos são em geral mais completos em informação e requerimentos de ambos hard skills* e soft skills* do que os anúncios brasileiros. Os anúncios suecos em geral tentam criar uma imagem da pessoa procurada para candidatura do emprego. No caso dos anúncios brasileiros, focalizam nos hard skills e procuram uma pessoa com a requerida competência para preencher uma vaga. Os anúncios suecos são em geral longos e contêm imagens e logos, enquanto os anúncios brasileiros não têm fotos e poucos logos e em geral são curtos e com muitas abreviações. Os anúncios de ambos os jornais fazem referência à internet para mais informação. Quanto aos requerimentos da pessoa procurada para o emprego, existem bastantes semelhanças. O requerimento mais importante em ambos os jornais é a experiência, e entre os dez mais importantes achamos quatro que são os mesmos para ambos os jornais: experiência, liderança, educação e conhecimento. As formas de tratamento nos anúncios dos dois jornais comparados também diferem. Na maior parte dos anúncios suecos o tratamento é pessoal. Em todos os anúncios brasileiros evita-se um tratamento pessoal. No caso sueco o tratamento pessoal depende da história sueca de desenvolvimento de reformas sociais e de igualdade que criou uma forma geral de tratamento pessoal du ‘tu’.<br>2Abstract (sueco) Syftet med denna kandidatuppsats är att analysera en korpus bestående av brasilianska och svenska platsannonser i nationella dagstidningar för att undersöka likheter och olikheter, såväl i utformningen som innehållsmässigt i annonsernas strukturella uppbyggnad. I platsannonserna valdes yrket chef för jämförelse mellan platsannonserna i de två på papper tryckta dagstidningarna från Brasilien och Sverige. De största skillnaderna finns i layout och innehåll i annonserna. De svenska annonserna är i allmänhet mer kompletta när det gäller information och krav både på hard skills och soft skills än de brasilianska annonserna. De svenska annonserna försöker generellt att skapa en bild av den sökta kandidaten till tjänsten. När det gäller de brasilianska annonserna fokuserar man på hard skills och söker en person med den sökta kompetensen för att fylla en ledig plats. De svenska annonserna är i allmänhet längre och innehåller fotografier och företagsloggor medan de brasilianska annonserna inte har några foton och få loggor och i allmänhet är korta och har många förkortningar. Annonserna i båda tidningarna innehåller referenser till internet för mer information. När det gäller kraven på kandidaterna till tjänsterna finns många likheter. Det viktigaste kravet i båda tidningarna är tidigare erfarenhet och bland de tio viktigaste kraven hittar vi fyra som är lika för både brasilianska och svenska annonser: erfarenhet, ledarskap, utbildning och kunskaper. Hur man tilltalar en person i annonserna varierar också. I större delen av de svenska annonserna används ett personligt tilltal. I alla de brasilianska annonserna undviks ett personligt tilltal. I det svenska fallet beror det personliga tilltalet på den historiska utvecklingen genom sociala reformer när det gäller jämlikhet som skapade en allmän form för personligt tilltal i och med pronomenet du.
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Paley, Nicholas. "Varför är alltid flickorna bättre? : Orsaker till pojkars sämre läsresultat." Thesis, Högskolan i Gävle, Akademin för utbildning och ekonomi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-16393.
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Syftet med detta examensarbete är att finna bakomliggande orsaker och faktorer som påverkar pojkar och deras läsning. Varför presterar pojkar sämre än jämngamla flickor på lästester i alla de länder där tester görs? Detta är något som otaliga undersökningar pekar på både i Sverige och internationellt. Ett barns framgång i läsning är en viktig del av dess utbildning. Har barnet problem på detta område så får det problem i alla ämnen. Huvudfrågan för detta examensarbete är således: varför presterar pojkar sämre än flickor i läsning? De delmoment som påverkar läsningen belyses ur flera vinklar i hopp om att lyfta fram en så övergripande bild som möjligt av detta fenomen. Detta är en litteraturstudie med fokus på forskning genomförd mellan 2007-2013. Undersökningen visar att den nivå ett barn når i sin läsning är resultatet av en ytterst komplicerad kombination av faktorer där hemförhållanden och motivation tycks väga tyngst. Samtidigt visar studien även att andra faktorer som ofta lyfts fram som mer eller mindre avgörande bygger på motsägelsefulla fakta.
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Landsjö, Christina. "Möte med olika texttyper : En studie om hur sådana möten kan te sig i förskoleklass till årskurs 3." Thesis, Högskolan i Jönköping, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-30763.
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Sammanfattning Tidigare forskning visar att elever i de yngre åren i huvudsak möter skönlitterära texter och att detta kan innebära svårigheter för dem i klass 4 då de förväntas förstå olika texttyper. Denna studie undersöker vilka texttyper elever i förskoleklass till årskurs 3 får möta på två olika skolor i två skilda kommuner och om lärarna anser att det kan påverka elevers läsförståelse och läsintresse. Undersökningen gjordes genom kvalitativa intervjuer med verksamma lärare och baseras på en lärandesyn utifrån ett sociokulturellt perspektiv och begreppet literacy. Resultatet visar att de yngre barnen på de två deltagande skolorna till stor del får möta olika texttyper och att lärarna anser att det främjar både läsförståelse och läsintresse.<br>Abstract Previous research show that students in the younger years mainly meets fictional text types and that this may cause difficulties for them in 4th-grade when they are expected to understand different kinds of text. This study examines which types of text students in preschool to grade three meet at two different schools in two separate municipalities, and if teachers believe that it can affect students reading comprehension and interest in reading. The survey was conducted through qualitative interviews with practicing teachers and is based on a learning approach from a sociocultural perspective and the literacy concept. The result show that the younger children at the two participating schools for the most part get to meet different types of texts and that the teachers considers it promotes both reading comprehension and interest in reading.
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Goyette, Els Spekkens. "Second-language text comprehension : knowledge and text type." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59956.
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The purpose of this study was to compare first- and second-language text comprehension across passage types.<br>Results indicate that there was no main effect for language when the total texts were compared. In contrast, a large difference was found for the type of passage read. Significantly higher recall and inferencing were found on the passages for which subjects had prior knowledge, regardless of the language of presentation. Although global comprehension measures did not reveal differences in text processing, more detailed paragraph-level analyses indicated that text processing differences were present.<br>Total reading times indicated that there was a large effect for the language in which the passage was read, with significantly longer reading times recorded for passages read in the second language.<br>These findings were interpreted as an indication that second-language reading comprehension capacity is underestimated. The findings also suggest that the type of passage read influences text comprehension more than the language in which it is read.
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BONADONNA, MARIA FRANCESCA. "LA TERMINOLOGIA FRANCESE DELLA MODA: DIMENSIONI STORICHE E APPLICATE NELL'ANALISI DEL VÊTEMENT D'EXTÉRIEUR." Doctoral thesis, Università Cattolica del Sacro Cuore, 2013. http://hdl.handle.net/10280/1812.
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Il presente lavoro si inserisce nel filone degli studi terminologici francesi con l’analisi della terminologia della moda, di cui è indagato, quale campo di ricerca privilegiato, il settore del vêtement d’extérieur. Viene adottato un modello descrittivo ampio, fondato sulla riconciliazione teorica e metodologica tra diacronia e sincronia e su un approccio interdisciplinare alla disciplina terminologica.
Lo studio è articolato in due parti: la prima sezione è dedicata alla ricostruzione della terminologia del vêtement d’extérieur in diacronia. Dopo una premessa metodologica circa la redazione delle schede terminologiche, è tracciato il percorso che conduce, dal ristretto nucleo di unità terminologiche in antico francese, alla complessa rete lessicale nel francese contemporaneo.
Nella seconda sezione, sono approfondite le dimensioni applicate, che vanno dall’elaborazione informatica di ontoterminologie allo studio della variazione terminologica in contesti professionali eterogenei, fino alla rassegna di prodotti lessicografici e terminografici della moda, in contesti di comunicazione monolingue e plurilingue.
Infine, dopo aver enucleato l’approccio alla terminologia, si ripercorrono i risultati salienti della ricerca e si delineano ulteriori prospettive di indagine.<br>This work analyses the French terminology of fashion, particularly the field of the outerwear, within the framework of French terminological research. A broad descriptive model is adopted, based on the theoretical and methodological reconciliation between diachrony and synchrony, as well as on an interdisciplinary approach to terminology.
The study is divided into two parts: the former is devoted to the historical reconstruction of the outerwear terminology. After a methodological introduction about term records, we trace the path leading from the small group of terminological units in Old French to the complex lexical network in contemporary French.
In the latter section, the applied dimensions are explored, including the construction of “ontoterminologies”, the study of terminology variation in heterogeneous professional contexts, and the list of lexicographical and terminographic resources for fashion, both in monolingual and multilingual communication.
Finally, the description of the approach to terminology is followed by the main results of the research and by further perspectives of study.
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Svensson, Malin. "Personality types and teat order in piglets." Thesis, Linköpings universitet, Molekylär genetik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-69509.
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To investigate whether piglets show different personality types due to teat position, a number ofexperiments were performed on 21 different litters, 9 to 31 days old. The tests included threefocal piglets in each litter with different teat position, anterior, middle and posterior, inobservations on suckling behaviour, undisturbed behaviours, a novel object test and a straw-testwhere thirteen behaviours were observed. The tests found an effect on teat position on frequencyof disputes between piglets during suckling and their teat position (P=0.018) and a tendency ofdifference in undisturbed playing behaviour between piglets at different teat position (P=0.057).All tests found differences between litters concerning behaviours. With a Principal componentanalysis, the four personality types curiosity, playful, food interest and straw interest wasestablished. No effect between different teat positions and personality type were found, but atendency of difference between personality trait playful and different teat positions (P=0.062). Inconclusion: no significant differences between teat position and personality type in piglets couldbe established.
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Hellström, Gunilla. "Saco-SR-konflikten 1971 – en analys av opinionsbildning i tidningsledare." Doctoral thesis, Stockholms universitet, Institutionen för nordiska språk, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-58884.
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The aim of this thesis is to study what means are used in newspaper leaders (editorials) to influence public opinion. In order to obtain a wide range of such means, I have chosen material that has a clear timeframe and illustrates strong political antagonism, concerning the 1971 conflict between the Saco and SR unions and the Swedish state. Leaders from eight different newspapers with different party affiliations are analysed – six morning and two evening newspapers. What type of message leaders convey is examined mainly at the sentence level. Writers report what happened, assess the situation and analyse the causes and explanations for there being a labour conflict. They express criticism of those involved in various ways and exhort them to take recommended courses of action to resolve the conflict. Paragraphs can also be categorised in this way. How criticism is expressed is studied in detail because the material is rich in critical utterances of different types. Various theories about text types and speech act theory provide a theoretical background that is applied to the material. A number of different theories about what defines a genre are presented and tested on the leaders. The results of the investigation indicate that a large number of leaders from the morning newspapers are structured in a similar way, with the paragraph as the unit. They reveal a pattern, the normal pattern, where information is presented in a given order in the majority of morning leaders and the greatest number of message types is used. There is also a pattern of analysis/criticism, with critical and analytical paragraphs alternating and the analysis substantiating the criticism, as a rule. The few leaders in the morning newspapers that do not form a pattern may be strongly critical or almost solely analytical. One of the morning newspapers has many critical leaders that argue or incite. No analysis is made of evening newspaper leaders at the paragraph level since the paragraphs are short; instead, they are analysed as a whole, as are the argumentative leaders. The analysis shows that many leaders are structured in a similar way while at the same time there is considerable variation in the material, which is attributable to there being different types of editorials.
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Azab, Lamiss. "Le traducteur en tant que médiateur culturel - L'exemple de Rifâ'a Al-Tahtâwî (1801-1873)." Thesis, Sorbonne Paris Cité, 2015. http://www.theses.fr/2015USPCA007.
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Malgré l’ancrage de la médiation et de la médiation culturelle en traductologie surtout depuis le Tournant Culturel, il manque encore à ces notions une définition traductologique arrêtée. Partant des apports provenant de différents domaines – notamment la communication culturelle – et prenant appui sur une théorie causale de la traduction, nous proposons une réflexion en trois temps sur le traducteur comme médiateur culturel et sur ses interventions délibérées, dans une approche identitaire, textuelle et fonctionnaliste. Nous sondons la particularité de la construction identitaire du traducteur, acteur marqué par sa formation linguistique et par ses normes socioculturelles d’origine, mais très empathique envers l’Autre et son système normatif. Dans ce premier volet, les stratégies traductives sont étudiées en miroir des stratégies identitaires déployées par le traducteur pour préserver cohérence et valorisation de sa construction identitaire. Ensuite, nous considérons le texte et le type de texte à traduire comme des créations culturelles que le traducteur re-présente à sa communauté, en lui rendant la différence abordable aux niveaux formel, lexical et discursif. Pour ce faire, il déploie une panoplie de stratégies traductives variant de la norme rédactionnelle la plus conformisante à la plus différenciatrice. Dans ce deuxième volet, la préface du traducteur est étudiée comme un lieu de médiation directe, pour informer et recommander la lecture. Enfin, nous analysons deux finalités traductives par lesquelles le traducteur agit sur l’identité culturelle de sa communauté par le biais de sa re-présentation : la formation intellectuelle et la déconstruction/re-construction identitaire. Que ce soit à travers de simples textes ou des institutions à caractère éducatif, l’objectif premier du traducteur est d’informer le lecteur et, par cette information, il agit sur la re-définition de fondements essentiels de sa construction identitaire<br>Though mediation and cultural mediation seem to be enrooted in Translation Studies especially since the Cultural Turn, a specialized definition of these notions is still missing. Based on their definitions in other different domains – especially cultural communication – and on a causal theory of translation, we present a three-fold thesis on the translator as a cultural mediator and on his deliberate interventions. The three axes we develop here are based on identity, textual and functionalist approaches. First, we analyze the specificity of the identity of the translator seen as a construction that is not only marked by the linguistic formation and the sociocultural norms of his original community, but also by the actor’s empathy towards the Other and his system of norms. In this first fold, translation strategies are studied as mirrors of identity strategies the translator follows in order to keep the coherence and the valorization of his identity construction. Then, the texts and types of texts are considered as cultural creations that the translator re-presents to his community through making cultural differences understandable on the formal, lexical and discourse levels. To do so, he uses different writing norms from the most conforming to the most differentiating one. In this second fold, the translator’s preface is seen as a privileged place for a direct mediation, in which he already informs his reader about the translation he’s about to read and recommends the reading. Finally, we study two translation functions through which the translator acts on the cultural identity of his community based on his re-presentation of the text: the intellectual formation of the reader and the de-construction/ re-construction of his identity. By the means of a simple text or of an educational institution, the translator’s first aim is to inform the reader, and through this information, he acts on the re-definition of essential foundations of his identity construction
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Prokofyeva, Tatiana. "Language Use in Two Types of Suicide Texts." Thesis, Linköpings universitet, Avdelningen för språk och kultur, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-102099.
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Suicide texts are the traces left by their authors for the public allowing them to understand the causes of the desire to commit suicide, regardless of whether such notes preceded successful suicide attempts or not. The types of such texts can vary dramatically in emotional expressiveness, be it a suicide note handwritten by the author or a short post typed on a web forum dedicated to suicides. While one text can be evidence of a successful suicide attempt, the other may point to a deeply depressive state which may or may not lead to a suicide attempt in future. The main questions this study aims to answer are: (1) what is the difference between the two above-named types of suicide texts (‘suicide notes’ and ‘suicide posts’) and (2) how is it expressed linguistically? Previous works on suicide texts have been of significant importance and have managed to investigate the differences between suicide notes of the attempters and those who completed suicide (Joiner 2002) as well as underline the typical features of genuine suicide notes in comparison to fabricated suicide notes. However, no studies indicating the differences between the ‘suicide notes’ of successful suicides and the ‘suicide posts’ of authors exhibiting various degrees of depressive behavior have previously been conducted. In this thesis, the comparative analysis of ‘suicide notes’ left by those successful in their attempts and ‘suicide posts’ composed by authors with unknown fates has been carried out with the help of discourse analysis. Both types of texts have been examined from such linguistic levels as semantics, pragmatics and syntax. The results show several distinctive features peculiar to each type. While providing a clear reason for committing suicide in the one case contrasts with detailing a number of causes for depression in the other, further differences exist in regard to expressing such emotions as (1) fear of life, (2) relief, (3) lack of hope and (4) lack of doubt versus displaying such emotions as (1) fear of death, (2) preserved desire and (3) doubt. An easy to follow structure and purposeful past tense usage in suicide notes stands in contrast to the allusions to previous suicide attempts and indistinguishable pattern found in suicide posts. At the same time, specific punctuation signs were found to be peculiar mainly to the suicide post type of text. The results of the research also demonstrate the necessity for further investigation of the characteristic features of different types of suicide text as well as their classification. Moreover, the study indicates the possibilities of tracing the probable transformation from ‘suicide posts’ to ‘suicide notes’ which may well serve for purposes of suicide prevention, especially if an additional category, i.e., notes written by survivors, is added to the analysis.
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Kirkwood, Donovan. "An experimental test of the importance of litter and soil type in the decomposition of five fynbos biome litter types." Thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/26050.
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Imhof, Julia. "Evaluation strategies for Xquery full-text." Zürich : ETH, Eidgenössische Technische Hochschule Zürich, [D-INFK, Institut für Informationssysteme], 2008. http://e-collection.ethbib.ethz.ch/show?type=dipl&nr=406.
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Maun, Ian. "'That looks scary!' : post AS level students' perceptions of difficulty in authentic non-fiction French texts." Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/87818.
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This study seeks to determine whether grammatical and presentational features of authentic non-fiction French texts are in any way related to the level of difficulty of texts as perceived by students who have taken Advanced Subsidiary Level (AS). The notions of text and genre are examined, as are the processes of reading in the first language (L1) and in the foreign language (L2). The question of ‘readability, and that of ‘authenticity’ in L2 are also examined. In order to ascertain students’ reactions to different text-types, 150 texts from French sources were gathered and classified. 100-word samples of each text were analysed for various linguistic features. Statistical tests on these were carried out, as well as statistical tests on the visual elements and layout of the whole texts. Further linguistic analysis was carried out within the text-type groups in order to ascertain their grammatical features. 31 students from local tertiary institutions were interviewed, and their perceptions on a sample of the texts were sought. This included the grading of texts for difficulty on a 1-5 Likert scale. The results of the interviews were triangulated with the statistical and linguistic analyses. A relationship was found between text-type and level of perceived difficulty. In the light of these results, the distinction between genre and text-type was examined, and a way was found of linking these into a textual taxonomy, which has close relations with the grammatical and presentational features which characterise the various text-types. In the light of these results, the question of the ‘topic approach’ to the teaching of French is examined, and a way found by which text-types that are perceived to be simpler are studied before those which are perceived to be more difficult. This approach advocates a more logical continuum of grammatical presentation than has hitherto been witnessed in course books for French at this level, while retaining the semantic integrity inherent in the ‘topic approach’.
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Dai, Xiaogang. "Score Test and Likelihood Ratio Test for Zero-Inflated Binomial Distribution and Geometric Distribution." TopSCHOLAR®, 2018. https://digitalcommons.wku.edu/theses/2447.
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The main purpose of this thesis is to compare the performance of the score test and the likelihood ratio test by computing type I errors and type II errors when the tests are applied to the geometric distribution and inflated binomial distribution. We first derive test statistics of the score test and the likelihood ratio test for both distributions. We then use the software package R to perform a simulation to study the behavior of the two tests. We derive the R codes to calculate the two types of error for each distribution. We create lots of samples to approximate the likelihood of type I error and type II error by changing the values of parameters.
In the first chapter, we discuss the motivation behind the work presented in this thesis. Also, we introduce the definitions used throughout the paper. In the second chapter, we derive test statistics for the likelihood ratio test and the score test for the geometric distribution. For the score test, we consider the score test using both the observed information matrix and the expected information matrix, and obtain the score test statistic zO and zI .
Chapter 3 discusses the likelihood ratio test and the score test for the inflated binomial distribution. The main parameter of interest is w, so p is a nuisance parameter in this case. We derive the likelihood ratio test statistics and the score test statistics to test w. In both tests, the nuisance parameter p is estimated using maximum likelihood estimator pˆ. We also consider the score test using both the observed and the expected information matrices.
Chapter 4 focuses on the score test in the inflated binomial distribution. We generate data to follow the zero inflated binomial distribution by using the package R. We plot the graph of the ratio of the two score test statistics for the sample data, zI /zO , in terms of different values of n0, the number of zero values in the sample.
In chapter 5, we discuss and compare the use of the score test using two types of information matrices. We perform a simulation study to estimate the two types of errors when applying the test to the geometric distribution and the inflated binomial distribution. We plot the percentage of the two errors by fixing different parameters, such as the probability p and the number of trials m.
Finally, we conclude by briefly summarizing the results in chapter 6.
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Tomadaki, Eleftheria. "Cross-document coreference between different types of collateral texts for films." Thesis, University of Surrey, 2006. http://epubs.surrey.ac.uk/844096/.
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Recent systems merge information from texts describing video content for video annotation by employing cross-document coreference techniques, mostly realised between the same text genres or in texts including restricted sets of events. We introduce a new, interesting and challenging scenario - film and the variety of collateral text genres narrating its content, including unrestricted sets of events. In particular, cross-document coreference between plot summaries and audio description is challenging, as these two texts differ significantly. The resulting cross-referencing can potentially enrich video annotation. We address the questions of how plot summaries and audio description refer to events depicted in films, whether the same events are expressed by lexical regularities in both texts and how solutions to the cross-document coreference task can be extended to deal with different text genres and unconstrained sets of events. This thesis introduces a new research domain for information extraction and cross-document coreference, reports on a corpus based analysis of the language used in plot summaries and audio description focusing on how events are expressed, proposes and evaluates solutions to the cross-document coreference task for an unconstrained set of events in different text types and provides two data sets for information extraction related research. We make three claims. First, plot summaries and audio description use lexical regularities, such as frequent open class words occurring more frequently than in general language, to describe film content. Second, these two texts use similar terms in referring to entities, but different terms in referring to events, i.e. different frequent, verbs. Frequent plot summary events are referred to by a very few lexical regularities in audio description. Third, the task of cross-document coreference between plot summary and audio description can be automated achieving at least 50% Precision and 33% Recall, by matching nouns, functional roles and some verbs, and taking into account the event temporal aspect. The Recall may be improved mostly by resolving all references to entities, while the Precision may be increased when treating a restricted set of events.
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Guiral-Banquet, Marie-Anne Pruvost Jean. "Les dictionnaires d'orthographe de la langue française champs, types et méthodes /." [s.l.] : [s.n.], 2008. http://biblioweb.u-cergy.fr/theses/05CERG243.pdf.
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Schulz, Michelle Renae. "The influence of job type, information provided, test type, and test performance on applicant reactions to personnel selection tests." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2028.
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The evolution of the Systems Model approach to personnel selection marks the emergence of the relationship between the organization and the applicant. It has made organizations become increasingly aware of the potential influence of applicant reactions to selection procedures.
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Wispinski, Matthew. "Re-exploring travel literature, a discourse-centred approach to the text type." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq24271.pdf.
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Guiral-Banquet, Marie-Anne. "Les dictionnaires d'orthographe de la langue française : champs, types et méthodes." Cergy-Pontoise, 2005. http://www.theses.fr/2005CERG0243.
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L'objet de cette thèse est une étude métalexicographique sur les dictionnaires d'orthographe de la langue française. Les champs, les types et les méthodes de composition lexicographique, interne et externe, seront nos axes de recherches. Une reconstitution historique des dictionnaires d'orthographe de la langue française, papier et électroniques, au sein de la francophonie de 1540 à 2004 par le biais de recherches bibliographiques sera notre problématique centrale. Cette recherche permettra de constituer une première typologie des dictionnaires d'orthographe de la langue française, d'avoir la connaissance des processus de composition et des graphies choisies, permettant ainsi une meilleure connaissance de l'usage graphique à un moment donné dans l'histoire de la langue française. Et par là même éclairer notre relation avec la correction orthographique (les outils électroniques et papier)<br>This thesis is a metalexicographical survey of spelling dictionaries in French. The research focuses on the fields, types and methods of lexicographical compilation, both internal and external. The main thrust is a bibliography based historical reconstruction of French-language paper and electronic spelling dictionaries in French-speaking countries between 1540 and 2004. This in turn constitutes a preliminary typology of French spelling dictionaries, shedding light on the processes of compilation and the graphies chosen, and how French was spelt over the years. It also contributes to the understanding of spell checks and correction, in both electronic and paper form
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Greber, Nicole. "Test wizard automatic test generation based on design by contract /." Zürich : ETH, Eidgenössische Technische Hochschule Zürich, Professur für Software Engineering /Chair of Software Engineering, 2004. http://e-collection.ethbib.ethz.ch/show?type=dipl&nr=194.
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Renaud, Guillaume. "Auto test de convertisseurs de signal de type pipeline." Thesis, Université Grenoble Alpes (ComUE), 2016. http://www.theses.fr/2016GREAT064/document.
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Cette thèse vise l’étude de nouvelles architectures d’auto test pour les convertisseurs de type pipeline. En production, les convertisseurs sont testés en fonctionnement statique et dynamique. Les techniques de test statique de linéarité sont les techniques les plus coûteuses durant la phase de production. La mesure des performances statiques utilise un stimulus à haute linéarité et très basse fréquence et la méthode de l’histogramme, nécessitant la collecte d’un grand nombre d’échantillons en sortie afin de moyenner le bruit. Ainsi, la quantité de données nécessaire augmente exponentiellement avec la résolution du CAN sous test. Pour cette raison, la réduction du temps de test des CANs est un domaine de recherche qui attire de plus en plus d’attention. Récemment, des nouvelles solutions ont été mises au point pour réduire de façon importante le temps de test, mais aucune solution d’auto test considérant un générateur de signal de haute résolution en combinaison avec une technique d'analyse intégrée, réduisant considérablement la quantité de données, n’a encore été développée. Dans le cadre de cette thèse, on envisage l’étude de techniques d’auto test statique pour ce type de convertisseurs. En particulier, cette thèse présente un générateur de stimulus de test intégré à haute linéarité et une technique modifiée de servo-loop qui, en combinaison avec un algorithme de test de linéarité avec réduction de codes, conduit à la définition d'une stratégie efficace et précise de test intégré pour les CANs de type pipeline. La thèse inclut la validation expérimentale des techniques proposées, en coopération avec ST Microelectronics, Grenoble<br>This PhD thesis is aimed at exploring new Built-In-Self-Test (BIST) techniques for static linearity characterization of pipeline ADCs. During the production phase, the static and dynamic performances of the ADCs are tested. Static linearity test techniques are one of the more expensive test procedures that are performed at production line. The measurement of the static linearity performance requires the application of a low frequency high linearity stimulus and the collection of a high volume of output samples for noise averaging, usually using a histogram-based test setup. Thus, as the resolution of state-of-the-art ADCs increases, test time for static linearity characterization increases exponentially. For this reason, the reduction of the ADC test time is a hot topic that has gained an increasing interest over the past years. New techniques have recently been proposed to effectively reduce test time, but no BIST technique has yet been developed that considers a high resolution signal generator in combination with an on-chip analysis technique that dramatically reduces the amount of data. In this thesis, static linearity BIST techniques will be investigated for pipeline ADCs. In particular, this thesis presents a novel high-linearity on-chip test stimulus generator and a modified servo-loop technique that, in combination with reduced-code linearity test algorithms, lead to the definition of an efficient and accurate BIST strategy for pipeline ADCs. The work includes the experimental validation of the proposed techniques in collaboration with STMicroelectronics, Grenoble
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Sloan, Andrea. "A textual analysis of the text type "advertisement" based on advertisements in German /." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59874.
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This thesis examines German advertising texts and their text linguistic properties within a system of text typologies. Four different text type classification methods representative of typologies in German text linguistics are considered. Of these, Katharina Reiss's 1976 model is shown to be the most efficient for a textual analysis of advertising texts. Her communicative-functional approach to text analysis permits distinction of three variants of advertisements: those which appeal to reason, those which appeal to emotion and those which are of a dual nature (mixed). The thesis concentrates on identifying text type and text type variant characteristics by analysing the text constituting techniques, text structure, and the appellative language means.